Steinbach Bible Institute - Star Yearbook (Steinbach, Manitoba Canada)

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6 STEINBACH BIBLE ACADEMY YEAR BOOK MR. C. WILBERT LOEWEN CHURCH HISTORY THEOLOGY. EXEGESIS CHRISTIAN EVIDENCES “Let’s not speak such things too openly. It might antagonize that person and maybe put us on the spot.” This could very well he Mennonite youth speaking. There seems to be an attitude of uncertainty and timid¬ ity amongst our young people, when it comes to Christian principles. This is even more so when considering the peace prin¬ ciples which are founded upon God’s Word, and have been upheld by our forefathers. Why is this “hush” attitude so prevalent in our day? Is there something of which to be ashamed? Are we following imagin¬ ary fancies and devised fables? These questions should spurn us to search and hunt for the true way, if it has been missed so far. If not, we should ground ourselves in the truths that have been expounded, and stay by them. The searching for truth is necessary. We need it for ourselves, and also for those to whom we shall speak. Where can we get help to find the right way through God’s Word? The individual can read books writ¬ ten on the subject, and study them himself. However, for a systematic study of the Bible in its entirety, the Bible School is ready to accept such a student into its classes. In the classroom the student will gain possessions, of which, up to then, he had not thought himself capable. Not that the books weren’t there before, neither that the teach¬ ers weren’t there before, but because these weren’t set in contact with the person who had a keen desire to know. When the student has finished his course, he need no more be ashamed of s ' olid Christian Mennonite principles. - domz dfyzjoLcincj “Go ye therefore into all the world.” Is His command. Will you be faithful then To this great challenge that to us is hurl’d, And go into the whitened harvest field To wield your scythe and reap the souls of men Whose eyes are blind — who do not even know The name of Him who came, and loved them so? The time is short, but will you say “I’ll go?” The fields are ripe, and truly we must reap Before the sun goes down, and wbrk is o’er. Then bring these precious sheaves unto the One Who gave you that command. And you’ll be glad That you went out unto that heathen race To tell them of the Lord’s redeeming grace. Doreen Reimer

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STEINBACH BIBLE ACADEMY YEAR BOOK 5 Die @teinf)ctcf)cr 93t elfcf)itle ober ©ifjelafabemte. @d ift trtir bie Slufgabe geiuorben, einen ItcberBIicE iiber ben SBerbegang unferer 23ibeU fdjule ober 33ibetafabemie gu geben. Slid SRotto ntodjte id) bad SBort 2uf. 1, 66 anfiibren: „SBad, mcinft bu, mill aud bem .ftinbtcin luerben?” Stud fleinen Slnfangen ift ein itattiirfjcr S3 ait mit mol)! eingerid)tetcn fitaffengimmern ge= tuorben, mit einem gerdumigen .Softtjaufe fiir 3iingtinge an SRain Street unbjtinem freunbli d)en Sonntagdfdjulgebaube im Siiboften Stcin= bad)d. 3m af)re 1931 fammette fid) in Steinbad) eine Heine ©ruppe bon iinglingen unb 3mig- frauen um bie 23riiber 3- SB. Steimer, 3fcmf ©biger unb Jpeinrid) f aft, um ©otted SBort gu ftubieren, unb fid) in ber beutfdjen Spradje gu iiben. SRan fragte nidjt nad) ©emcinbegugebb rigfeit. Sie SR ' . S3, ©emeinbe git Steinbad) bffne te ipr S3erfammlungdl)aud gur freien Sierfiis gung fiir bicfeS Stubium. $dfj f)abe mit Skrfonen aud jener Qeit gefprodjen, unb fie maren fef)r banfbar fiir bad bort ©ebotene. So mar ed aud) im at)re 1932. Sarauf trat eine SSaufe ein bon I $aljren. Sad S3ibelftubium tear eingeftor« ben, nid)t aber ber ©ebante an eine Siibelfdjufe. m 3al)re 1936 bereinigten fid) etlidfe mm tige Siriiber Steinbadjd, unb im 83ertrauen auf ©ott riefen fie luieber eine Stibetfcpule ind Ceben mit einer .tttaffe unb giuci 2el)rern: 3oi)ann 33arg unb 3ol)ann ©iintber. Sie Sit. S3- ©emeinbe ftellte i£jr Sserfammtungdbaud frei unb be()eigt gur Sferfiigung; 9 Sdjiiter famen gu biefcm Uuterrid)t. MR. J. N. WITTENBERG BIBLE HISTORY MENNONITE HISTORY GERMAN, PRAYER 3m nddjften af)rc iuurbc aud) bie gtueite Maffe eingeridjtet; 27 Sdjiiter famen gur Sd)ule. 3 m grit[)jaf)r 1938 entfdjtofg man fid), einen S3ibelfd)utuerein gu organifieren. Sad SRotto bed Sfereind mar ©pi). 4, 3 „unb feib fleifeig gu batten bie ©inigfeit im ©eift burdj bad S3anb bed griebend.” 20 23riiber aud bier Sofalgemeinben mal)lten aud it)rer SR ' itte bad erfte Sireftorium im Sept. 1938 unb iibernal)men bie Skrantiuortung fiir bie Skriualtung unb S3etreuung ber 83ibetfd)ule. Ser britte Set) ' rer, 3- SBittenberg, itmrbe berufen unb im Cftober iuurbe bie Sd)ute mit brei Staffett eroffnet. 3 n bem Saate bed S3eH)aufed ber SR. S3, ©emeinbe mar Ioffe 1 unb 2. Sie Staffen maren nur burd) einen bi ' tnnen SSorpang getrennt. tperrfdjte in einer Slaffe ernfte Stimmung, fo iuurbe fie oft beeim tradjtigt burd) bie peitere Stimmung in ber anberen unb umgefetfrt. Sie 3. Sftaffe mar in bem fleinen bunften grauenftiibdjen; bort gab ed oft falte gitfge. SR ' an mar beforgt um ein geraumiged £ aud. Stad) bicl.cn Sieratungcn, Sforfdfldgeu entfditofg man fid), an SRitt Street in ber Stcipe ber ©.Sit.S3. Sird)e bad Sdfulgebciube aufgufiit)ren. Surg ‘oor S8eit)= nadften im 3 a b l ' e 1939 iuurbe biefed ©ebtiube Pon ber Sdiule eingenommen. Sie ©inmeibnngdanfpra- djen luurben in ber Sirdje ber ©.SR-S3. gebatten, barauf gingen atte Stnluefenben gur S3ibelfd)ule, luo S3ruber 3- 2B. Sieimer bad 28eif)egebet fprad). S3ei bem S3au ber Sdjule I)aben fid) nad) meiner Stnfidjt brei Skrfonen befonberd I)erOorgetan. Seljrer 3ot)ann ©iintber mar bie Seele bei bem S3auen, balb fdjleifte er mit einem SSferbegefpann bad Setters gefepof) aud, balb ful)r er bie fdjmercn Qementfarren, banu luurben nad) 6 Upr bei ©. S. Sbluend S3 rets ter gepobett, fo mar er liberal! immer babei. ©d ift bei bem S3auen aud) Diet freiluittige Strbeit getan iuor= ben. Ser Sefretdr bed Slereind, Sir. ' -( ■ 3- 23. Steimer, batte befonberc ©aben. bad notiuenbige ©etb gu finben unb f)er6eigutfixf)ren, aud) flare I)offnungdboIte Saffenberiditc gu geben- ©d iuurbe anfdnglid) geplant, uortaufig nur bad Selfergefdjof) fertig gu ftelten, um bort Sdiule gu tfatten. ©in iuerter Steinbadjer ift aber oft gum Sfaitplaij gefommen unb I)at tniebert)oIi angel)atten, bod) aud) gleid) ben Oberbau aufgufutjren. ©r fonnte fo iiberge ugenb fpred)en, bafg man auf feine @e= banfen einging. Sie Sd)itler famen aud Derfdnebenen ©emeinbeu. 3 n ©diule gab ed nur eine ©emeinbe, bie ©djulgemeinbe. Ser ©eift ber Sdiule mar tebenbig unb auf bad ©eiftlidje gerid)tet, unb I)at mein 3 n ' nerfted oft tief ergriffen. llnb fo ift ed aud) fieute nod)! Um ber S3ibelfd)ule mebr Sd)iirer gugufu ren unb il)r einen meiteren ©inffufg gu ermoglidjen, fam ber S3ibeffd)ul0erein unb f?reunbe bedfelben auf ben ©ebanfen, neben bem S3i6etfd)u(furfud einen ,s3od)fd)u!furfud eingufitbren. 3m .flerbft bed 3 a f)i ' e § 1947 murbe ein Sebrer fiir biefen Slurfud ange, fteltt. fiir ©rab 9, 10, 11, gfortfefsung auf .Seite 40

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STEINBACH BIBLE ACADEMY YEAR BOOK 7 Education Luther, in his “Sermon on the Duty of Sending Children to School,” begins one of the sections as follows: “Where were your supply of Preachers, Jurists and Phy¬ sicians, if the arts of Grammar and Rhe¬ toric had no existence. These are the foun¬ tains out of which they all flow.” If Luther were writing that sermon today he would mention more professions and more sub¬ jects that he did in 1524. He would no doubt have mentioned Nurses, Farmers, Engineers, Teachers, Mechanics etc. and amongst the subjects he would have in¬ cluded Science, Mathematics, etc. There was a time and not so very long ago when such a statement would have aroused the opposition of nearly all Men- nonites. During Luther’s time many persons condemned all forms of higher education. The leaders of the Peasant’s Revolt in South Germany, and the men responsible for this catastrophic anabaptist revolt at ( j warkentin Muenster, were of this type. Many of our , ancestors decried all higher learning. The proverb “Je gelehda, je vekehda” was cur¬ rent and accepted as true by many of our forbears. It is highly probable that many of the young people, who attained a slightly higher school standing than the average, swaggered so much when they came home that their behaviour became offensive and so arose the expression. Similar expressions are found amongst the French and English; witness the following quotations: “Jack has stu¬ died in order to be a fool” (French Proverb): “Learning and Folly often dwell in the same person” (English Proverb): “No man is the wiser for his learning, wit and wisdom are born with a man” (John Selden, 1584 - 1654) Such was the general attitude amongst us some fifty years ago, but today the things have changed. There is hardly one of us who does not regret, that his knowledge is so limited, and that he did not take full advantage of the opportunities for learning that were offered him in his youth. Even those of us, who brag that we only got as far as Grade III in school and yet have made a success in life, are not satisfied to let our children quit school with the completion of Grade III, on the contrary, we would like our children to complete the High School Course, and very few of us would deliberately put obstacles in the way if our children wished to enter the University. Today we realize that a good education is desirable, is necessary. We may differ as to which type of higher training would be most valuable, but we are in agreement as to its desirability. In general we feel that the course which will most directly fit us for future work would be the best course to take, yet this is not always the case. Moses was taught all the wisdom of the Egyptians by Egyptian Priests. Paul had an early education which did not specifically train him for his future work. Luther’s High School and University subjects were chiefly the Classics, Natural Science, Philosophy and Law. Neither does there seem to be any fixed rule as how much we should learn. However, there are three things we should consider; we should get all the school circumstances will permit, some¬ where in our course there should be included a definite training that will prepare us for our life work, and lastly our own attitude should be such that in our study of the creature the Creator and not the creature be exalted.